University Reform. 305 



cal processes, there is no doubt that an acquaint 

 ance with psychology guarantees its possessor 

 against the adoption of many a plausible fallacy. 

 After the student has acquired, through his scien 

 tific studies, some dexterity in the use of logical 

 methods, he will approach, with all the more in 

 terest and enthusiasm, the study of those methods 

 as organized into a coherent system. In view of 

 what has already been said, it is almost unneces 

 sary to add that we do not regard the science of 

 logic as consisting solely of the doctrine of the 

 syllogism. It will no longer do to ignore the fact 

 that induction has its tests and canons, as well as 

 deduction. Mr. Mill s great treatise has been be 

 fore the public for nearly a quarter of a century ; 

 and though &quot;far too learned and ponderous for a 

 text-book, its introduction into the college course, 

 in an epitomized form, would be attended with 

 happy results. As for metaphysics, much of its 

 value in education depends upon the catholicity 

 of the spirit in which it is taught. Metaphysical 

 doctrines are not so incontrovertibly established 

 as the leading theorems of physical science. On 

 nearly every question there are at least two mu 

 tually incompatible opinions, while on some points 

 there are scores of such. The latest speculations 

 do not, as usually happens in science, render an- 



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